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Journal of Educational Management Research
Published by Al-Qalam Institute
ISSN : 29629195     EISSN : 29638992     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Educational Management Research is an international peer-reviewed journal which publishes original and significant contributions to educational management, administration, and leadership, in its broadest sense, from all over the world. This includes primary research projects in schools and further vocational and higher education institutions. This journal encourages contributions that respond to important issues in management education. Contributions may be either conceptual or empirical and are welcomed from any topic area and country so long as they primarily focus on management or organization in education. Although our core areas of interest are organizational behaviour and management in education, we are also interested in leadership, public relation, human resource management, social issues in management, financial management, organizational development, critical management studies, etc. Authors are strongly encouraged to have their work reviewed and evaluated by their colleagues prior to submission for formal editorial review.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
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Search results for , issue "Vol. 4 No. 2 (2025)" : 40 Documents clear
The Implementation of Positive Discipline in Fostering Students' Responsibility Rachmawati, Kembar; Roesminingsih, Erny; Kristanto, Andi
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.874

Abstract

Character development and the cultivation of student responsibility are fundamental aspects of education. However, disciplinary practices in schools are still frequently implemented through punitive approaches that offer little opportunity for students to grow through self-awareness. This study aims to examine the implementation of positive discipline in fostering student responsibility at SMA Negeri 1 Kedamean and SMA Negeri 1 Manyar, two public senior high schools in Gresik Regency that have begun adopting more reflective and humanistic approaches to student development. This research employed a qualitative multi-site descriptive design. Data were collected through in-depth interviews, participatory observations, and document analysis. The findings reveal that the implementation of positive discipline through the restitution triangle model and the use of positive reinforcement strategies has effectively developed students’ intrinsic awareness and sense of responsibility. These approaches have shaped students’ adherence to school rules and improved their social relationships. The study also indicates that positive discipline can be applied flexibly in accordance with the specific cultural and contextual characteristics of each school, and it serves as a meaningful and educative alternative to punitive character education. The different approaches used by each school reflect their adaptation to their respective cultural environments. Based on the results, this study recommends the need for teacher training, parental engagement, and the development of school-wide policies rooted in non-punitive disciplinary frameworks.
Effectiveness of Teachers in Implementing School Budget Activity Planning Nur Hayati
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.882

Abstract

School Activity Budget Planning (RKAS) is an important instrument in education management that aims to ensure the effectiveness of the teaching and learning process and the efficiency of fund use. In the context of school autonomy and demands for transparency, teacher involvement in the preparation of RKAS is crucial. However, low budget literacy and limited technical training are still obstacles in its implementation. This study aims to explore the effectiveness of the role of teachers in RKAS planning and analyze the contribution of principal leadership and management of supporting resources. This study uses a qualitative approach with a case study design, through in-depth interview techniques, participant observation, and documentation studies. The results of the study indicate that teacher effectiveness in RKAS planning is influenced by the clarity of leadership vision, availability of infrastructure, and professional development programs. These findings emphasize the importance of collaboration and strengthening teacher capacity in creating participatory and sustainable education budget management.
Adaptive Learning Frameworks for Islamic-Based Character Education in Child-Friendly School Leadership Titi Sartini; Nini; Hidayati Suhaili; Mona Novita; Raudlotul Hikmah
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.883

Abstract

This study aims to examine and formulate an adaptive learning framework in Islamic-based character education integrated with child-friendly school leadership. The primary focus lies on how Islamic values—including aqidah, sharia, and akhlakul karimah—are internalized through a learning approach that is responsive to the individual needs of students, and managed in a leadership climate that supports child protection and participation. This study employs a qualitative approach, utilizing a case study method at the madrasah. Data were collected through in-depth interviews, participant observation, and documentation studies. The results of the study show four main findings: (1) the foundation of Islamic values ​​as the moral framework of the institution; (2) an adaptive learning approach that adapts to students’ learning styles and backgrounds; (3) child-friendly leadership practices that foster a sense of security and active involvement of students; and (4) a holistic evaluation that assesses academic and character development in an integrative manner. This study recommends the development of an Islamic character-based adaptive learning model, supported by a participatory and inclusive leadership culture, within the school environment.
The Influence of Financial Literacy, Lifestyle, and Self-Control on the Financial Management of Students Luri Lorensa; Ahmad Jibrail
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.884

Abstract

This study aims to analyze the influence of financial literacy, lifestyle, and self-control on the financial management of university students. Employing a quantitative, causal-associative design, this study involved a sample of 100 students selected from a population of 764. Data were collected via a validated and reliable questionnaire and analyzed using multiple linear regression after fulfilling all classical assumption tests. The findings reveal that financial literacy, lifestyle, and self-control each have a significant and positive partial effect on students’ financial management. The F-test confirmed that these variables have a significant impact simultaneously, explaining 61.2% of the variance in financial management. Among the three predictors, self-control emerged as the most dominant factor (β = 0.336), highlighting the critical role of psychological discipline. These results underscore the need for a comprehensive approach in higher education, where intervention programs should focus not only on imparting financial knowledge but also on fostering a planned lifestyle and strengthening students’ self-control. The study’s findings emphasize the importance of integrating financial literacy, lifestyle planning, and self-control into higher education curricula.
Reconstructing School and Madrasah Management through the Integration of Values, Transformational Leadership, and Curriculum Innovation Ilyas; Nispi Syahbani
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.894

Abstract

This study aims to examine the reconstruction of school and madrasah management through the integration of foundational values, the implementation of transformational leadership, and the advancement of curriculum innovation within the framework of 21st-century education. Employing an integrative literature review methodology, the study systematically analyzes 45 reputable scholarly publications published between 2019 and 2024. Literature selection was conducted through comprehensive searches in national and international academic databases, guided by criteria of thematic relevance, methodological rigor, and theoretical contribution. The findings underscore that the substantive reconstruction of educational management necessitates the synergy of three core dimensions: first, the internalization of character and spiritual values as the foundation for an ethical and visionary organizational culture; second, the paradigm shift in leadership from authoritarian-directive models to collaborative, inspirational, and empowering approaches; and third, curriculum innovation that is responsive to global challenges, local needs, and technological developments. The integration of these elements cultivates a dynamic, inclusive, and sustainable educational ecosystem. This study provides valuable insights for educational policymakers and leaders, suggesting that a holistic approach to school and madrasah management—anchored in character values, transformational leadership, and curriculum innovation—can drive sustainable improvements in educational outcomes.
The Transformational Leadership of the School Principal and Its Influence on the Teacher Learning Culture Komara, Endang; Hidayat, Hidayat; Fauzi, Ikka Kartika Abbas; Juwarto, Juwarto; Haryono, Wasis; Yusuf, Yusuf; Sartono, Sartono
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.927

Abstract

This study aims to deeply explore the influence of transformational leadership practiced by the school principal on the development of a learning culture and the reinforcement of teachers’ learning motivation at SMAN 112 Jakarta. Employing a qualitative approach with a case study design, the research provides a contextualized understanding of educational leadership dynamics at the secondary school level. Data were collected through a triangulation strategy comprising in-depth interviews, non-participant observations, and institutional document analysis, involving the principal, vice principals, and teaching staff. Data analysis was conducted interactively through systematic and iterative processes of data reduction, data display, and conclusion drawing and verification. The findings reveal that the principal optimally implements all dimensions of transformational leadership, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These leadership practices have successfully fostered a teacher learning culture that is collaborative, reflective, innovative, and oriented toward ongoing professional development. Teachers demonstrated a high degree of enthusiasm in enhancing their competencies, sharing best practices, and initiating instructional innovations. The study affirms that transformational leadership constitutes a critical variable contributing to the improvement of instructional quality and the strengthening of teachers’ professional capacities. The practical implications of this study offer strategic recommendations for developing effective educational leadership models within secondary education institutions.
The Influence of Digital Literacy, Self-Efficacy, and Social Environment on the Intention to Become an Entrepreneur among Gen-Z in Coastal Areas Robbani, Mochammad Burhanuddin; Muzdalifah, Laily; Larassaty, Ayu Lucy; Sholikhah, Afifatus
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.934

Abstract

This study aims to analyze the influence of digital literacy, self-efficacy, and the social environment on the entrepreneurial intentions of Generation Z in coastal areas. Using a quantitative approach with random sampling, this research involved Generation Z respondents from coastal regions. Data were collected through online questionnaires and analyzed using SPSS to examine the relationships between the variables. The findings indicate that digital literacy has a significant positive effect on entrepreneurial intention, suggesting that a better understanding of digital tools and business trends in the digital era opens opportunities for entrepreneurship among coastal youth. Furthermore, self-efficacy was found to significantly enhance entrepreneurial intention, with higher self-confidence fostering stronger entrepreneurial motivations. However, the social environment was found to have an insignificant negative effect on entrepreneurial intention, indicating that despite support from family, peers, and organizations, the environment does not significantly influence entrepreneurship. In conclusion, digital literacy and self-efficacy both positively impact entrepreneurial intention, while the social environment does not play a significant role in shaping these intentions.
Competency-Based Islamic Education Curriculum Development Policy Firmansyah, Fahmi; Ahmad Subagyo; Muhamad Sofian Hadi
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.943

Abstract

This study aims to examine the development of a competency-based Islamic Education curriculum, with a focus on value integration strategies, the role of teachers as curriculum designers, and the challenges in assessing affective and spiritual domains. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation. Thematic analysis was applied to identify recurring patterns and themes from the data. The findings show that schools implement progressive curriculum policies, empowering teachers to contextualize religious learning and foster critical, ethical, and collaborative competencies. However, challenges persist in assessing the spiritual and affective domains due to the limited availability of assessment instruments and insufficient teacher training. This study highlights the need for authentic assessment models, emphasizes the importance of comprehensive teacher training, and provides recommendations for policymakers to address gaps in curriculum implementation and teacher development, ultimately enhancing the relevance and effectiveness of Islamic education in public schools.
Islamic Education Policy in Dealing with Social Change Muhammad Faiq Haqqoni; Ahmad Subagyo; Muhammad Sofian Hadi
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.955

Abstract

In the face of increasingly complex social changes, Islamic educational institutions are required to have policies that are adaptive and relevant to the evolving dynamics of society. Pesantren, as a traditional institution, faces a significant challenge in upholding Islamic values while addressing contemporary issues such as moral crises, digital disruptions, and cultural diversity. This study aims to examine Islamic education policies in response to social change in schools, with an emphasis on the policy of forming socio-spiritual character and value integration strategies in the curriculum, as well as the institutional challenges faced. This study employs a descriptive qualitative approach, utilizing data collection techniques that include observation, documentation, and interviews. The results of the study show that this school implements progressive and responsive education policies by integrating Islamic values into contextual programs. However, cultural resistance and institutional limitations are still obstacles to optimizing policies. This study contributes to the development of a contextual and transformational model for Islamic education policy.
Exploring the Quarter Life Crisis: Management Dimensions and Factors Influencing Early Adulthood Transitions Across Cultures and Educational Backgrounds Dhita Fadhillah Azza; Muhammad Krisnanda Candra Mahkota; Gilar Bagus Permana; Lucia Rini Sugiarti; Fendy Suhariadi
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.957

Abstract

This study aims to identify the factors that influence the quarter-life crisis in early adulthood. A qualitative method was employed to reveal and understand this phenomenon within its unique context as experienced by individuals. Data were collected through observation and interviews and were analyzed using coding techniques. The findings indicate that anxiety about the future, pressure from family, fear of disappointing parents, and low self-confidence are key factors. Individuals also tend to compare themselves with others, particularly those deemed more successful. Various emotional responses, including frustration, hopelessness, and disappointment, were identified. The study also highlights the role of religious beliefs in coping with the crisis, although not all participants found this approach effective. Support from family and close friends is considered essential in overcoming the crisis, along with accepting one’s life process and engaging in self-exploration. Educational institutions can support early adults by offering mentorship, career guidance, and stress management programs, helping students navigate the quarter-life crisis and transition smoothly into adulthood while promoting emotional well-being and resilience.

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